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A two-fold analysis of the vocal ornamentation in Handel's aria, "He was despised" from Messiah, was conducted employing objective and subjective forms of listening practice associated with the analysis of recordings methodology. It is this author's hypothesis that prosody, born of the semiotic processes of rhythm, pitch and accent, and which is also reflective of the subjective understanding of the performer, will be present during the moment of an ornament--if it is present at all in any performance. Ornamentation is shown to be an entry into the world of subjectivity in Baroque vocal performance practice as well as a window into the oral tradition and the primacy of the singer's expressiveness that relates back to the Italian school to which Handel subscribed. The method of study in this monograph consists of examining scholarly writings, scores, notations and most importantly, applying listening practice to 38 different renditions of "He was despised," executed by female altos or by countertenors, under the direction of various conductors, dating from 1927 through 2006. The first of two listening practices is an analysis of recordings to identify and review the nature of the non-notated sung ornaments found in the recordings. The author develops a system of defining and categorizing the types and units of non-notated, aurally observed vocal ornaments executed in each performance. In the second phase of this study, the author incorporates a postmodern philosophical approach and notes her own subjective experiences during the analysis of recordings. This phase examines the idea that prosodic elements are associated with the subjective experience of emotional meaning, elucidation of text, and illumination of subtext in this aria from Handel's Messiah. Results include noteworthy findings about the interplay of the singer's subjectivity with ornamentation in affecting the listener's subjective reaction to the performance (e.g., narrator's viewpoint, beautifying versus emphasizing subtext). In conclusion, the author explores the relationship between a performer's prosodic and non-prosodic executions of ornamentation and proposes specific recommendations to singers who wish to execute ornamentation in a manner that is both historically informed as well as prosodically expressive of subtext. / Music Performance

Most current literature has ignored the impact of exposure to rape, acknowledgement of the event as such, and psychological adjustment after rape on Black women. This study examines whether the basic relationships that have been established with predominately White samples replicate in a Black female sample. Importantly, the current study also explores whether ethnic identity moderates the aforementioned relationships. Black females were recruited from two universities, one predominately White and one historically Black, to participate in a web-based survey. Participants were recruited via departmental and university listservs, university-related research posts, psychology departments, and flyers. Three hundred sixteen eligible respondents completed the survey, with data collected over a three semester period. Participants completed demographic information, measures of ethnic identity, negative sexual experiences, anxiety, depression, and social support. Those who endorsed having had an experience that met the legal definition of rape in adolescence or adulthood provided further information about the characteristics of the experience, gave a label for the unwanted sexual contact, and completed a measure of posttraumatic stress disorder. Fourteen percent of the sample reported an experience that met the legal definition of rape. Sixty-nine percent of those women were unacknowledged. Results of replication-related hypotheses regarding the relationship between exposure, acknowledgement, and adjustment yielded partial support. The data supported that exposure to rape was related to psychological adjustment. Evidence was found that victims had higher anxiety and depression symptomatology than non-victims. There were mixed findings regarding acknowledgment status and psychological adjustment. The data failed to support the hypothesis that acknowledged and unacknowledged victims significantly differ on depression, anxiety, or PTSD scores. The data did support that acknowledged women experienced more psychological distress than non-victims. There were mixed findings regarding acknowledgment status and features of the exposure. Contrary to the hypothesis and previous research, there was not evidence that unacknowledged women and acknowledged women differ in terms of relationship to the offender and level of force or resistance used during the assault. Moderation hypotheses were partially supported. Data failed to support the hypothesis that ethnic identity moderates the relationship between exposure to rape and depression, anxiety, or social support. Evidence was not found that ethnic identity moderates the relationship between acknowledgement status and social support, depression, or anxiety. There was evidence that ethnic identity moderates the relationship between acknowledgement status and PTSD symptoms. Consistent with the hypotheses, results suggest that ethnic identity is positively related to the psychological well being of Black women and may have implications for the relationship between acknowledging a rape event and PTSD symptomatology. Clinical implications, threats to internal and external validity, and future directions for research with ethnic minorities are also discussed. / Master of Science

Over the past several decades, the victimization of women on college campuses has not decreased despite an uptick in research and concern surrounding the topic. In this study, I analyzed the victimization prevention messages on the websites of 30 4-year PWIs and 30 4-year HBCUs in the Southeastern United States to investigate how they contextualized such messages. Drawing on a comparative thematic analysis of 132 documents from HBCUs and 138 documents from PWIs, I elaborate on four key themes, with several subthemes: gendered safety messages, rape culture education, racialized safety messages, and collective responsibility. I found that victimization prevention messaging was contextualized by community engagement at HBCUs, and both types of schools engage in victim-centered crime prevention. Additionally, PWIs used language on their webpages that encourages peer-to-peer racialized coveillance. This study contributes to the literature on victimization prevention on college campus, the college-prison nexus, and understandings of sexual assault prevention.

Masters in Public Administration - MPA / This study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.

The objectives of this study were to evaluate the viability and sustainability of preferential procurement in the metals and engineering sector. Preferential procurement is one of the seven elements of Broad–Based–Black Economic Empowerment (BBBEE) and seeks to encourage companies to procure goods and services from black empowered suppliers. The Broad–Based–Black Economic Empowerment Act was legislated in 2004 as an improvement on the previous Black Economic Empowerment (BEE). The objective of these legislations was to increase participation of previously disadvantaged groups in the mainstream economy. BEE was deemed to be narrow because it focused exclusively on ownership and management control. BBBEE was enacted to broaden the number of beneficiaries and included five other elements, namely: Employment Equity, Skills Development, Preferential Procurement, Enterprise Development and Socio–economic Development. The two companies that engage in preferential procurement should benefit from the relationship and value should be created in the process. Companies should not procure from black suppliers for accumulating points on the generic scorecard. Black–owned suppliers should provide service and products of the highest quality standards that meet customer requirements. The questionnaire that reflects on the objectives of this study was drafted and circulated to black–owned suppliers for completion. The suppliers were asked to comment on statements that reflect on capacity, profitability, working relationship and continuity. The results show that the SMMEs have capacity to perform according to specification of customers. The area of concern was the difficulty for SMMEs to maintain the current preferential status. This is a risk that needs urgent attention. This needs further in–depth study and analysis. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The objectives of this study were to evaluate the viability and sustainability of preferential procurement in the metals and engineering sector. Preferential procurement is one of the seven elements of Broad–Based–Black Economic Empowerment (BBBEE) and seeks to encourage companies to procure goods and services from black empowered suppliers. The Broad–Based–Black Economic Empowerment Act was legislated in 2004 as an improvement on the previous Black Economic Empowerment (BEE). The objective of these legislations was to increase participation of previously disadvantaged groups in the mainstream economy. BEE was deemed to be narrow because it focused exclusively on ownership and management control. BBBEE was enacted to broaden the number of beneficiaries and included five other elements, namely: Employment Equity, Skills Development, Preferential Procurement, Enterprise Development and Socio–economic Development. The two companies that engage in preferential procurement should benefit from the relationship and value should be created in the process. Companies should not procure from black suppliers for accumulating points on the generic scorecard. Black–owned suppliers should provide service and products of the highest quality standards that meet customer requirements. The questionnaire that reflects on the objectives of this study was drafted and circulated to black–owned suppliers for completion. The suppliers were asked to comment on statements that reflect on capacity, profitability, working relationship and continuity. The results show that the SMMEs have capacity to perform according to specification of customers. The area of concern was the difficulty for SMMEs to maintain the current preferential status. This is a risk that needs urgent attention. This needs further in–depth study and analysis. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

This study investigates the status of Historically Informed Performance Practice among the South African flute-playing fraternity. Consequently, grounds are established on which to claim a lack of the implementation of Historically Informed Performance Practice in South African flute pedagogy and playing. The main research question that underpins this study is: <ul> <li>Why is there a lack of integration of Historically Informed Performance Practice into the mainstream of current flute performance practice among South African flute pedagogues and players?</li></ul> This research question is addressed through three sub-questions: <ul> <li>Is there an awareness of Historically Informed Performance Practice in South Africa as outlined by performance and pedagogy internationally?</li> <li>How is Historically Informed Performance Practice incorporated into the South African flute examinations system? </li> <li>Does the knowledge of Historically Informed Performance Practice prepare one to be a balanced musician or flautist?</li> </ul> The findings that emerge from the investigation of the research questions are: <ul> <li>South African flute pedagogues fail to differentiate between Historically Informed Performance Practice and ‘authenticity’. This could be attributed to the fact that relatively little research and discourse into Historically Informed Performance Practice has been conducted by South African scholars and musicologists. </li> <li>While Historically Informed Performance Practice is thought to enhance students’ performances of Early Music, resulting in better-balanced musicians, it has not been significantly exploited by South African flute players.</li> <li>South African flute students are superficially aware of some elements of performance practice, but are generally not historically informed with regard to the performance of Early Music.</li> <li>There is no clear indication of Historically Informed Performance Practice being incorporated into the South African independent flute examination system.</li> <li>While there are numerous specialists in Early Music locally, flute pedagogues and players perceive them to be scarce, perhaps due to a lack of discernable demand for historically informed performances by South African audiences.</li> </ul> The research synthesises questionnaire and interview data from local flute pedagogues, Early Music specialists and both national and international flute students in an attempt to discover the reason for the lack of Historically Informed Performance Practice in South Africa. Additionally, a survey of websites detailing South African Early Music activity is performed using the Internet, in order to ascertain if the basis for a future in Historically Informed Performance Practice exists nationally. Lastly, content analyses of the three primary South African independent examination boards’ syllabi and of the former flute periodical, Flufsa News, elucidate the status of Historically Informed Performance Practice nationally. / Dissertation (MMus)--University of Pretoria, 2008. / Music / unrestricted

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: It is a well known phenomenon that people from historically disadvantaged communities, tend to do well in society despite the numerous risk factors that complicate life for them. This study has this phenomenon as it's subject. The unit of analysis of the study was Grade 12 achievers from a historically disadvantaged community. The main purpose of this study was to determine why these Grade 12 learners managed to excell academically despite the risk factors present in their community. The secondary focus of the study was to identify the risk factors that the learners had to face to eventually achieve academic success and the protective factors which contributed to their academic success. The literature review focussed on the concept "resilience" and related concepts such as risk factors, protective factors and the adolescent development phase within the framework of positive psychology, eco-systemic and asset based approaches. The research was conducted using a qualitative interpretive study approach. Seven achievers from the coloured community in the Western Cape, were interviewed. The data was analysed using qualitative content analysis. The data was discussed by placing the risk factors and the protective factors in five different systems namely, the individual, the family, the school, the peergroup and the community. The findings of the study indicate that the above systems are in constant interaction with one another and that the protective factors can be utilized to overcome the risk factors. The study thus proves that, although the participants were exposed to risk factors, they managed to display great resilience in using protective factors. The community was identified as one of the biggest risk factors, but by utilizing certain protective factors as are found in the individual, the family, the school and the peergroup, the participants were able to protect themselves against the risk factors resulting in their academic success. The personal strengths of the participants proved to be the most important protective factor in a historically disadvantaged community. / AFRIKAANSE OPSOMMING: Dit is 'n bekende fenomeen dat persone wat in histories benadeelde omstandighede grootgeword het, ten spyte van risikofaktore, suksesvolle produktiewe lede van die samelewing word. Dit is juis hierdie fenomeen wat dié studie ondersoek het. Hierdie studie het pertinent bruin graad 12-presteerders uit 'n histories benadeelde gemeenskap as eenheid van analise geteiken. Die doel van hierdie studie was om uit te vind waarom graad 12-leerders ten spyte van verskeie risikofaktore binne 'n histories benadeelde gemeenskap daarin geslaag het om akademies goed te presteer. Die newevraagstellings van die studie was om uit te vind watter risikofaktore die deelnemers moes trotseer ten einde akademiese sukses te behaal en ook watter beskermingsfaktore tot hierdie deelnemers se akademiese sukses bygedra het. Die literatuuroorsig het die konsep "veerkragtigheid" en aanverwante begrippe soos risikofaktore, beskermingsfaktore en die adolessente ontwikkelingsfase binne die raamwerk van positiewe sielkunde, die ekosistemiese en bategebaseerde benaderings ondersoek. 'n Kwalitatiewe interpretatiewe studie is geloods om die navorsing uit te voer. Individuele onderhoude is met sewe presteerders uit 'n bruin gemeenskap in die Wes-Kaapprovinsie gevoer. Die data is met behulp van kwalitatiewe inhoudsanalise ontleed. Die data is bespreek deur risikofaktore en beskermingsfaktore binne vyf sisteme naamlik die individu, die gesin, die skool, die portuurgroep en die gemeenskap te plaas. Die bevindings van die studie toon dat bogenoemde sisteme in voortdurende wisselwerking met mekaar is en dat die beskermingsfaktore gebruik kan word om die risikofaktore te bowe te kom. Die bevindinge toon derhalwe dat, alhoewel die deelnemers voortdurend risikofaktore ervaar het, hulle met behulp van sekere beskermingsfaktore veerkragtigheid aan die dag kon lê. Die gemeenskap is as een van die grootste risikofaktore uitgelig, maar met behulp van sekere beskermingsfaktore soos gevind in die individu, die gesin, die skool, en die portuurgroep, kon die deelnemers hulleself teen risikofaktore buffer en akademiese sukses behaal. Die persoonlike sterktes van die deelnemers het as die belangrikste beskermingsfaktor in 'n histories benadeelde gemeenskap na vore getree.